Event: The Intersection of Academic Integrity and Inclusion: A Fireside Chat

October 10, 2024

Next week is Academic Integrity Week at the Univeristy of Calgary. This year, I have the honour of moderating a fireside chat with one of my very own Werklund School of Education Doctor of Education (EdD) students, Colleen Fleming. 

Join us for a thought-provoking discussion during Academic Integrity Week 2024!

A poster with text in black, red, and orange. The University of Calgary logo appears at the top. On the right-hand side there is art featuring a woman wearing a headset.

Discover the crucial link between academic integrity and inclusion in higher education with our distinguished speaker, Colleen Fleming, EdD student, Werklund School of Education.

Moderated by Dr. Sarah Elaine Eaton, this conversation will explore:

  • Defining academic integrity in an inclusive context
  • Challenges in maintaining integrity across diverse student populations
  • Practical strategies for educators to promote both integrity and inclusion

Don’t miss this opportunity to gain insights from Colleen’s extensive experience as a K-12 practitioner and her cutting-edge doctoral research. Engage in a live Q&A session and contribute to this important conversation.

A bit about Colleen…

A photograph of a woman with chin-length blonde hair. She is wearing a white top. The background is blue.

Colleen Fleming (she/her/hers) is a K-12 practitioner at a designated special education school in Calgary. She has a keen interest in developing a culture of integrity among learners through the promotion of equity, diversity, and inclusion. As a Doctor of Education student at Werklund, her research involves proactively educating students about academic integrity in preparation for higher education.

Event details

Date: October 16, 2024

Time: 12:00 – 1:00 p.m.

Location: University of Calgary, Taylor Family Digital Library, Gallery Hall

https://events.ucalgary.ca/library/event/481166-academic-integrity-and-inclusion-with-colleen-fleming

This event is free and open to the public. Everyone is welcome!

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This blog has had over 3 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.

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Radical Acceptance: A Framing for Advocacy and Equity, Diversity, Inclusion, Accessibility and Integrity Work

October 7, 2024

Although my role at the University of Calgary’s Office of Equity, Diversity, and Inclusion (OEDI) wrapped up some months ago, there’s an experience that I have been reflecting on that I wanted to share.

While I was working at the OEDI I ran into a colleague at an event. I’d known this person for many years and as we were chatting, they asked, “How does it feel to be a white woman working in an office of equity, diversity, and inclusion? I mean, don’t you feel like you’re taking up space for someone who is more deserving?”

The question was asked with genuine curiosity, and without any judgement or blame that I could ascertain. This person had been engaged in equity work themselves and was genuinely puzzled and curious about why I had taken up a director role in the office.

The question has lingered in my mind and heart for a long time and quite frankly, it’s taken me ages to process, which is why I am just getting around to writing about it now.  It is a complex and values-laded question that I have grappled with for what seems like an eon. Although I understand the sentiment behind it, the question itself it oversimplifies the nature of equity, diversity, inclusion, and accessibility (EDIA) work and makes some problematic assumptions.

First, it’s important to recognize that equity work isn’t solely the responsibility of people from marginalized groups. Creating truly inclusive environments requires engagement and effort from people of all backgrounds. I bring my own lived experiences that include both discrimination and privilege. As a woman, I have lived experience of gender-based discrimination. As a white person, I recognize my racial privilege. Being human means that we are infinitely complex and reducing a person down to either a victim of discrimination or a purveyor of privilege is not only reductionist, it can be harmful. In my case, I engage in ongoing reflection that allows me to relate to some challenges faced by marginalized groups, while maintaining awareness of my own privilege.

I am acutely aware of the immense privilege I hold. I continually educate myself, amplify diverse voices, and strive to use my privilege to advocate for systemic changes. I see my role not as speaking for underrepresented groups, but as working to dismantle oppressive structures that perpetuate harm. This includes challenging others to examine their biases and pushing for institutional reforms, and doing so in a way that does not antagonize them, which is quite an art.

The notion that I might be ‘taking up space’ assumes there’s a fixed number of EDIA positions that should be reserved for people of colour. Representation absolutely matters, and EDI work requires a variety of skills, experiences, and perspectives. What matters most, in my humble opinion (and sure to be challenged by some who reads this post, I’m sure…) is a deep commitment to justice, a willingness to continually learn and grow, and the ability to effect change within organizations. These qualities aren’t exclusive to any one demographic.

Moreover, the idea that someone else might be inherently ‘more deserving’ based solely on their identity is problematic. It reduces people to singular aspects of their identity and ignores the complexity of lived experiences. I am about to make another contentious claim here, but here goes… A person of colour is not automatically an expert in all facets of EDIA work simply by virtue of their race, just as being white doesn’t preclude someone from developing expertise in this field.

It is critical — essential —  to remember that many forms of marginalization are invisible. Disabilities, neurodivergence, chronic illnesses, socioeconomic background, and LGBTQ2S+* identities are just a few examples of characteristics that may not be immediately apparent. This underscores the importance of resisting the temptation to judge someone’s qualifications or experiences based solely on what we can see or what we think we know about them.

By making assumptions about who ‘deserves’ to be in EDI spaces based on visible characteristics, we risk excluding valuable perspectives, lived experience, and qualifications, while simultaneously reinforcing harmful stereotypes.

Inclusivity means creating environments where all individuals feel empowered to bring their full selves to the work, including aspects of their identity that may not be visible to others.

A key component of my EDI work is the practice of ‘radical acceptance’. This concept goes beyond mere tolerance or surface-level inclusion. Radical acceptance means embracing the full humanity of every individual, including all their complexities, contradictions, and lived experiences. It requires us to set aside our preconceptions and biases, and to approach each person with genuine openness and empathy. In the context of EDIA work, radical acceptance means creating spaces where people feel truly seen, heard, and valued for who they are, not just for how they fit into predefined categories or expectations. Being angry is easy; practising radical acceptance is exhausting, but ultimately more useful than anger.

Being an equity advocate means acknowledging that every person’s journey is unique and valid, even if it doesn’t align with our own experiences or understanding.

Even though I am no longer serving in a formal role related to EDI, I continue to focus on equity, diversity, inclusion, accessibility, and social justice in my work. This includes focusing on dignity, acceptance, and belonging. I strive to approach every interaction with openness and humility, recognizing that each person I encounter may have experiences and insights that I can learn from, regardless of their outward appearance. It also means making a conscious effort to resist the temptation that I might think that I know everything about a person.

There is wisdom to the old adage that “there is more to a person than meets the eye.” What I can say is that every human being is worthy of dignity. This mindset is crucial for creating genuinely inclusive spaces and avoiding the pitfalls of tokenism or superficial diversity.

People whose advocacy focuses on EDIA roles have a special responsibility to practice rigorous self-reflection, actively seek out diverse perspectives, and ensure we keep our privilege and biases in check. We must be humble enough to know when to step back and elevate other voices. I have watched people who believe their position is superior or their experience is more valid  lash out at others who are just as deserving of understanding, kindness, and respect. This kind of lateral violence is both jarring and heartbreaking to watch… and even worse when a person has been “cancelled” by a group of loud, virtue-signalling individuals. In some cases, the accusers  fail to recognize that in their efforts to be activists and uphold what they believe to be right and true, they may have forgotten that a foundation of equity work is human dignity for all, not just for some.

Those who proclaim to value social justice have a responsibility to be extra cautious before “cancelling” someone.

Practicing radical acceptance has profound implications for how we approach diversity and inclusion. Instead of focusing solely on visible markers of diversity or trying to fill quotas, we work to create environments where every individual feels empowered to bring their whole self to the table. This includes embracing diverse thought processes, communication styles, and ways of problem-solving that might challenge our own assumptions about what ‘professional’ or ‘effective’ looks like. 

I work hard to embody this principle of radical acceptance in my interactions. But this is not a linear practice or something that one learns and then does correctly every day. Some days I screw up. Practicing radical acceptance is a constant process of self-reflection, learning, and growth. It means being willing to have my own assumptions challenged and to continually expand my understanding of what diversity and inclusion truly mean. It also means extending grace and forgiveness in moments of conflict with others whose views and lived experiences may lead them to say things or act in ways that I do not understand. What I know for sure is that I will never know the entirety of another person… and they will never know my entirety.

Living and working with others, with an appreciation of who they are, as they are, is part of the daily practice of radical acceptance.

Equity work — as well as integrity work — isn’t about virtue signaling or moral grandstanding. It’s about dismantling oppressive systems and creating genuine, lasting change. That requires participation and commitment from people of all backgrounds, working in solidarity toward a more just and equitable world. I’m driven by a genuine passion for creating more equitable and inclusive environments. I often say that the word ‘integrity’ comes from a Latin word meaning ‘to make whole’. I have said it before and I will say it again (and again… and again…): There can be no integrity without equity.

Related posts:

Finding your Flair: Clothing Choice in School and Work

A Scholar’s Thoughts About Social Media and Blogging

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This blog has had over 3 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.

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Decolonizing and Indigenizing Academic Integrity 

September 30, 2024

September 30 marks the National Day for Truth and Reconciliation in Canada. The purpose of this day is to honour Survivors of residential schools and pay tribute to those who died or were killed in them.

In 2021, I posted about Indigenous ways of citing, referencing, and acknowledging in honour of this day. I won’t repeat the content of that post here, but instead I will share an update on work in the field of academic integrity that has focused on decolonization and Indigenization that has   happened over the past several years.

When I first reached out to Keeta Gladue in 2019 to lead a project on Indigenous Academic Integrity at the University of Calgary, there was little content available. Today, there are many more resources available in a variety of formats. In this post, I have collected as many as I can in one place for anyone who is interested in this topic. 

This list may not be exhaustive, which I would consider exciting and inspiring. When a field has more resources on a topic than can be captured in a blog post, then you know you have reached a critical mass of contributions that extends beyond what any one individual is aware of. If you know of additional resources, please drop me a line. I’d love to add to this list.

The resources below are by Indigenous and non-Indigenous people. 

Videos / Multimedia Resources

Gladue, K. (2020, November 13). Indigenous Paradigms in Practice: Relationships, Story and Academic Integrity [webinar] Academic Integrity: Urgent and Emerging Topics Webinar Series, Taylor Institute for Teaching and Learning, University of Calgary. https://youtu.be/I0ZJl3dLmKg

Teaching Resources

Gladue, K. (2020). Indigenous Academic Integrity (written). https://taylorinstitute.ucalgary.ca/sites/default/files/Content/Resources/Academic-Integrity/21-TAY-Indigenous-Academic-Integrity.pdf  

Maracle, I. B. J. (2020). Seven grandfathers in academic integrity. First Nations House for Indigenous Student Services, University of Toronto. https://studentlife.utoronto.ca/wp-content/uploads/Seven_Grandfathers_in_Academic_Integrity.pdf 

Book chapters

Note: Some of these may be behind a paywall. Contact your local library to ask about getting a copy at no cost.

Cowan, M., & Nurse, A. (2024). Teaching Academic Integrity as Good Historical Practice. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (pp. 389-408). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54144-5_99  

Gladue, K., & Poitras Pratt, Y. (2024). The Integrity of Good Relations: Indigenous Approaches to Respect, Relationality, and Reciprocity in Higher Learning. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (pp. 1223-1244). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54144-5_132 

Lindstrom, G. (2022). Accountability, relationality and Indigenous epistemology: Advancing an Indigenous perspective on academic integrity. In S. E. Eaton & J. Christensen Hughes (Eds.), Academic integrity in Canada: An enduring and essential challenge (pp. 125-139). Springer. https://doi.org/10.1007/978-3-030-83255-1 

Parnther, C. (2024). Decolonization, Equity, Diversity, and Inclusion in Academic Integrity: Introduction. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (pp. 1115-1127). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54144-5_126

Poitras Pratt, Y., & Gladue, K. (2022). Re-defining academic integrity: Embracing Indigenous truths. In S. E. Eaton & J. Christensen Hughes (Eds.), Academic integrity in Canada: An enduring and essential challenge (pp. 103-123). Springer. https://doi.org/10.1007/978-3-030-83255-1  

Weasel Head, G. (2024). Toward Reflexive Practice: Deconstructing Academic Integrity, EDI, and Awareness Training from an Indigenous Perspective. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (pp. 1273-1286). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54144-5_136

Scholarly articles

Note: Some of these may be behind a paywall. Contact your local library to ask about getting a copy at no cost.

Eaton, S. E. (2024). Decolonizing academic integrity: Knowledge caretaking as ethical practice. Assessment & Evaluation in Higher Education, 1-16. https://doi.org/10.1080/02602938.2024.2312918 

Eaton, S. E. (2022). New priorities for academic integrity: equity, diversity, inclusion, decolonization and Indigenization. International Journal for Educational Integrity, 1-12. https://doi.org/10.1007/s40979-022-00105-0 

Pete, S. (2016). 100 Ways: Indigenizing & Decolonizing Academic Programs. aboriginal policy studies, 6(1), 81-89. https://doi.org/10.5663/aps.v6i1.27455 

Stein, S. (2020). A colonial history of the higher education present: rethinking land-grant institutions through processes of accumulation and relations of conquest. Critical Studies in Education, 61(2), 212-228. https://doi.org/10.1080/17508487.2017.1409646 

Conference Presentations

Note: Not all of these conference presentations have links to the slide decks or papers from the conference. If you are interested in further details, you may have to do some work to track down the presenters and contact them directly about their work.

Eaton, S. E., Moya, B., Dahal, B., Judge-Stasiak, A., & Fleming, C. (2023, October 12). Equity, Diversity, Inclusion, Accessibility, Decolonization and Indigenization in Academic and Research Integrity: Policy, Procedure, and Praxis [Presentation] Canadian Association for the Prevention of Discrimination and Harassment in Higher Education (CAPDHHE) Conference, Calgary, Canada. https://hdl.handle.net/1880/118076 

Longstreet, C. S., Ives, C., & Martin, P. (2022, November 17). Decolonizing academic integrity. POD 2022, Seattle, WA, USA. 

Longstreet, C. S., Ives, C., & Martin, P. (2021, June 22-23). Conversations about decolonizing academic integrity Canadian Symposium on Academic Integrity [online], Thompson Rivers University, Kamloops, BC, Canada.

Theses/Dissertations

Cunningham Hall, D. C. (2022). Indigenous Perspectives on Academic Integrity in Post-Secondary Institutions in British Columbia. University of Glasgow. https://www.researchgate.net/publication/367163413_Indigenous_Perspectives_on_Academic_Integrity_in_Post-Secondary_Institutions_in_British_Columbia


Hagen, E. (2024). Practical Approaches: Decolonizing Academic Integrity. Master of Education thesis. Vancouver Island University. https://www.viurrspace.ca/server/api/core/bitstreams/17f7c17d-812e-4d3d-9968-3fcfd02c2cfd/content

Other Web Resources

Eaton, S. E. (2022, July 18). Academic integrity in Canada: deepening our commitment to reconciliation, decolonization, and indigenization. ETICO. https://etico.iiep.unesco.org/en/academic-integrity-canada-deepening-our-commitment-reconciliation-decolonization-and-indigenization

Gladue, K. (2021). Indigenous Academic Integrity (website). https://taylorinstitute.ucalgary.ca/resources/indigenous-academic-integrity 

Hagen, E. Decolonizing Academic Integrity. https://erinkhagen.wordpress.com/

Toronto Metropolitan University. (2021). Academic Integrity Office: Indigenous Perspectives. Retrieved March 1, 2021 from https://www.ryerson.ca/academicintegrity/indigenous-perspectives/

Closing comments

Academic integrity is a cornerstone of higher education, but it has historically been defined by Western (colonial) standards of originality, citation, and individual achievement. As institutions strive for greater inclusivity and cultural responsiveness, there is a growing recognition of the need to decolonize and Indigenize academic integrity practices. This process involves — but is not limited to — critically examining and reforming existing norms to better reflect diverse knowledge systems and ways of learning.

Decolonizing academic integrity means acknowledging and dismantling the colonial legacies embedded in our educational systems. These legacies often privilege Western ways of knowing and marginalize Indigenous, non-Western, and oral traditions. By decolonizing, we create space for multiple perspectives and epistemologies, fostering a more inclusive and equitable academic environment.

Indigenizing academic integrity goes hand in hand with decolonization. It involves incorporating Indigenous ways of knowing, learning, and sharing knowledge into our understanding and practice of academic integrity. This process recognizes that Indigenous knowledge systems have their own rigorous standards of integrity, which may differ from Western (including colonial) academic norms but are equally valid and valuable.

Key aspects of decolonizing and Indigenizing academic integrity include:

  1. Recognizing collective knowledge: Many Indigenous cultures emphasize collective knowledge creation and ownership, challenging the Western focus on individual authorship and originality.
  2. Valuing oral traditions: Acknowledging the validity of oral sources and storytelling as legitimate forms of knowledge transmission and citation.
  3. Embracing holistic learning: Incorporating experiential and land-based learning, recognizing that knowledge acquisition extends beyond textbooks and classrooms.
  4. Redefining plagiarism: Considering cultural differences in knowledge sharing and attribution, and developing more nuanced understandings of intellectual property.
  5. Diversifying assessment methods: Implementing culturally responsive evaluation techniques that honour diverse ways of demonstrating knowledge and understanding.

By decolonizing and Indigenizing academic integrity, institutions can:

  • Include Indigenous persons in institutional policy, procedure, and pedagogical decisions related to academic integrity.
  • Create a more inclusive learning environment that values diverse knowledge systems
  • Enhance cultural safety for Indigenous and non-Western students
  • Promote critical thinking about the nature of knowledge and scholarship
  • Foster cross-cultural understanding and respect
  • Prepare students for global citizenship in a diverse world by recognizing that decolonization is ongoing work and a commitment to this work is not limited to one day or one event.

The process of decolonizing and Indigenizing academic integrity is not without challenges. It requires a willingness to question long-held assumptions, engage in difficult conversations, and reimagine established practices. Institutions must collaborate closely with Indigenous communities and scholars to ensure that changes are meaningful and respectful, rather than tokenistic.

Ultimately, decolonizing and Indigenizing academic integrity is about creating a more just and equitable academic educational system. It acknowledges that integrity is not a universal concept but one that is culturally informed. By broadening our understanding of what constitutes ethical academic conduct, we can create learning environments that honour and uplift all forms of knowledge and ways of knowing.

This shift not only benefits Indigenous and non-Western students but enriches the academic experience for all. It prepares students to engage with diverse perspectives, fostering critical thinking and cultural competence essential in our increasingly interconnected world. As we move forward, the decolonization and Indigenization of academic integrity will play a crucial role in shaping a more inclusive, equitable, and dynamic higher education landscape.

Keywords: Academic integrity, decolonization, decolonisation, Indigenous, Indigenization, Indigenisation, student conduct, plagiarism, academic misconduct 

Last update: 11 February 2025

Related posts:

Indigenous Academic Integrity: A Post in Honour of the National Day for Truth and Reconciliation – https://drsaraheaton.wordpress.com/2021/09/30/indigenous-academic-integrity-a-post-in-honour-of-the-national-day-for-truth-and-reconciliation/ 

A Journey of Reflection: Visiting the Former Kamloops Indian Residential School https://drsaraheaton.wordpress.com/2023/11/12/a-journey-of-reflection-visiting-the-former-kamloops-indian-residential-school/

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Decolonizing and Indigenizing Academic Integrity – https://drsaraheaton.com/2024/09/30/decolonizing-and-indigenizing-academic-integrity/

This blog has had over 3.7 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.

Comments Off on Decolonizing and Indigenizing Academic Integrity  | education | Permalink
Posted by Sarah Elaine Eaton, Ph.D.

Exploring Postplagiarism with Google NotebookLM

September 23, 2024

This weekend I have been playing around with Google’s NotebookLM. This is a brand new, completely free service that can help users learn content in a variety of ways. It is powered by Gemini 1.5 Pro and it’s worth checking out. 

To test it out, I uploaded a copy of “Postplagiarism: Transdisciplinary ethics and integrity in the age of artificial intelligence and neurotechnology” in .pdf format.

Here is what NotebookLM came up with:

Audio Conversation

Perhaps the most impressive of the outputs is a podcast-style audio conversation that is completely AI-generated. You can listen to the Postplagiarism conversation here.

Postplagiarism: Navigating Ethics and Integrity in the Age of AI: Study Guide

Screenshot from Google’s NotebookLM, taken 22-SEP-2024

Summary

This article introduces the concept of “postplagiarism,” an era defined by the seamless integration of artificial intelligence (AI) and neurotechnology into everyday life, including education. Eaton explores the implications of this integration for academic integrity, arguing that traditional definitions of plagiarism may become obsolete as AI blurs the lines of authorship.

The author posits six key tenets of postplagiarism:

  1. Hybrid human-AI writing will become the norm: Co-created content will make distinguishing human and AI input increasingly difficult.
  2. Human creativity is enhanced: AI serves as a tool to augment human creativity, not replace it.
  3. Language barriers disappear: AI translation tools have the potential to facilitate cross-cultural communication.
  4. Humans can relinquish control, but not responsibility: While AI can assist in content creation, individuals remain accountable for accuracy and ethical use.
  5. Attribution remains important: Acknowledging sources and intellectual contributions remains crucial, with evolving considerations for Indigenous knowledge systems.
  6. Historical definitions of plagiarism no longer apply: Shifting technological landscapes necessitate new frameworks for ethical engagement with information and knowledge creation.

Eaton challenges Chomsky’s view of AI as “high-tech plagiarism,” arguing instead that it demands a reevaluation of existing definitions of plagiarism within the context of rapidly evolving technological capabilities. She advocates for pre-emptive research into the ethical implications of AI and neurotechnology, particularly commercially available brain-computer interfaces (BCIs), highlighting the need for transdisciplinary collaboration to address these complex issues.

The article concludes with a call to action, urging educators to prepare students for a future characterized by ubiquitous AI and neurotechnology, emphasizing ethical considerations and societal impact.

Quiz

Instructions: Answer the following questions in 2-3 sentences.

  1. What does Eaton mean by “postplagiarism”?
  2. Why does Eaton believe that AI will make traditional definitions of plagiarism obsolete?
  3. What is Eaton’s stance on Chomsky’s characterization of AI as “high-tech plagiarism”?
  4. Explain the concept of “hybrid human-AI writing” and its implications.
  5. According to Eaton, how does the emergence of AI impact human creativity?
  6. Why does Eaton believe that attribution remains important in the age of AI?
  7. What ethical concerns does Eaton raise regarding the use of neurotechnology in education?
  8. Why does Eaton believe that educators were caught off guard by both the COVID-19 pandemic and the emergence of AI like ChatGPT?
  9. What type of research does Eaton advocate for in relation to AI and neurotechnology in education?
  10. What is Eaton’s primary call to action for educators in light of the emerging postplagiarism era?

Quiz Answer Key

  1. “Postplagiarism” refers to an era where advanced technologies like AI and neurotechnology are fully integrated into everyday life, including education. This integration significantly impacts how we teach, learn, communicate, and engage with knowledge.
  2. Eaton argues that traditional definitions of plagiarism, often focused on verbatim copying, become inadequate in the face of AI. This is because AI tools enable the creation of sophisticated, original content, blurring the lines between human and machine authorship and challenging the notion of plagiarism as we know it.
  3. Eaton disagrees with Chomsky’s view, arguing that AI should not be simply dismissed as “high-tech plagiarism.” Instead, she calls for a nuanced understanding of AI’s capabilities and a re-evaluation of existing plagiarism definitions within the context of evolving technology.
  4. “Hybrid human-AI writing” refers to the collaborative process where humans and AI tools work together to create content. This collaboration makes it difficult to discern human input from AI-generated content, challenging traditional authorship and plagiarism detection methods.
  5. Eaton argues that AI enhances, rather than threatens, human creativity. She sees AI tools as resources that can augment human imagination and inspire new forms of creative expression, rather than replacing human ingenuity.
  6. Eaton stresses the continued importance of attribution in acknowledging intellectual debts and recognizing the contributions of others. In the age of AI, this includes responsibly crediting both human and AI sources, acknowledging the collaborative nature of knowledge creation.
  7. Eaton raises ethical concerns related to privacy, consent, and equitable access when it comes to neurotechnology in education. She particularly highlights concerns regarding commercially available brain-computer interfaces (BCIs) and their potential for misuse or exacerbating existing inequalities.
  8. Eaton suggests that educators were caught off guard by both the rapid shift to online learning during the COVID-19 pandemic and the sudden rise of AI tools like ChatGPT. She attributes this to a lack of preparedness for large-scale disruptions and the exponential pace of technological advancement.
  9. Eaton advocates for pre-emptive, transdisciplinary research on the ethical implications of AI and neurotechnology in education. This research would involve collaboration between academics, policymakers, and industry experts to address complex questions surrounding equitable access, privacy, and the impact on learning and teaching practices.
  10. Eaton calls on educators to proactively prepare students for a future deeply integrated with AI and neurotechnology. This preparation involves fostering critical thinking skills, ethical awareness regarding technology use, and adaptability in the face of evolving technological landscapes.

Essay Questions

  1. Analyse Eaton’s argument that traditional definitions of plagiarism are no longer applicable in the age of AI. How does AI challenge existing notions of authorship and originality?
  2. Discuss the ethical implications of commercially available neurotechnology in education. What are the potential benefits and risks associated with using such technologies in learning environments?
  3. How should educational institutions adapt their policies and practices to address the challenges and opportunities presented by postplagiarism?
  4. In what ways can AI be used to enhance, rather than replace, human creativity and critical thinking skills in educational settings? Provide specific examples to support your arguments.
  5. Discuss the potential impact of AI-driven translation tools on language learning and cross-cultural communication in education. How can we ensure equitable access to these tools and address concerns related to language diversity and cultural representation?

Glossary of Key Terms

  • Postplagiarism: An era characterized by the seamless integration of advanced technologies like AI and neurotechnology into everyday life, impacting how we learn, communicate, and create knowledge.
  • Artificial Intelligence (AI): The ability of a computer or a robot controlled by a computer to perform tasks that are usually done by humans because they require human intelligence and discernment.
  • Neurotechnology: Technology that interacts directly with the brain or nervous system, encompassing tools for monitoring, recording, or modulating neural activity.
  • Brain-Computer Interface (BCI): A device that establishes a direct communication pathway between the brain and an external device, often a computer, enabling the control of the device using brain signals.
  • Hybrid Human-AI Writing: Collaborative content creation involving both human input and AI-generated text, blurring the lines of authorship.
  • Large Language Model (LLM): A type of AI trained on a massive dataset of text and code to generate human-quality text, translate languages, write different kinds of creative content, and answer your questions in an informative way.
  • Decolonization: The process of undoing the harmful effects of colonialism, particularly in educational contexts, challenging Eurocentric perspectives and promoting Indigenous knowledge systems.
  • Knowledge Caretaker: An individual or community responsible for preserving, transmitting, and respectfully engaging with knowledge, particularly within Indigenous cultures.

This study guide provides a comprehensive overview of the article, aiding in your understanding of the key concepts and arguments presented. Remember to utilize the quiz and essay questions to test your knowledge and delve deeper into the complexities of postplagiarism.

Postplagiarism FAQ

1. What is postplagiarism?

Postplagiarism refers to an era where advanced technologies, such as artificial intelligence (AI) and neurotechnology like brain-computer interfaces (BCIs), are deeply integrated into our daily lives, including education. This integration will significantly impact how we teach, learn, and interact.

2. How will AI impact academic writing?

AI writing tools are becoming increasingly sophisticated, making it difficult to distinguish between human and AI-generated text. This rise of hybrid human-AI writing presents challenges to traditional notions of plagiarism. While AI can enhance creativity by assisting with writing tasks, it also raises concerns about authenticity and the need to uphold ethical writing practices.

3. Will AI make learning languages irrelevant?

While AI translation tools are becoming more powerful, they won’t render language learning obsolete. Although AI can facilitate communication across language barriers, it cannot replace the cultural understanding and nuanced communication that comes with learning a language.

4. Can I use AI to complete my assignments?

Even with AI assistance, students are ultimately responsible for their academic work. Using AI to complete assignments without proper attribution or understanding can be considered a form of academic misconduct. Educators have a responsibility to adapt assessment methods to ensure students demonstrate genuine learning.

5. How does postplagiarism affect attribution practices?

While traditional citation methods remain important, postplagiarism challenges us to rethink how we acknowledge and value knowledge sources, particularly Indigenous knowledge systems often overlooked in standard academic practices. Respectful attribution in the postplagiarism era requires moving beyond technical citations to engage deeply with the works and ideas of others.

6. Are current academic integrity policies equipped to handle AI?

Existing definitions and policies related to plagiarism may need to be reevaluated in the age of postplagiarism. The lines are becoming blurred, demanding a more nuanced understanding of academic integrity that goes beyond simply detecting copied text.

7. What about neurotechnology? How will it impact education?

The emergence of neurotechnology, particularly BCIs, brings both opportunities and challenges. While it has the potential to revolutionize learning and assist individuals with disabilities, it also raises ethical concerns regarding privacy, autonomy, and potential misuse for academic cheating.

8. What can educators do to prepare for the postplagiarism era?

Educators should actively engage in discussions surrounding AI and neurotechnology in education. This includes researching ethical implications, promoting responsible AI use, adapting teaching practices, and fostering critical thinking skills in students to navigate this evolving landscape. Collaboration between educators, policymakers, and researchers is crucial to address these challenges proactively.

Sarah’s Reflections on NotebookLM

Notebook LM is a game-changer for teaching and learning. Students can upload any material to the app and generate content in plain language in both text and audio format.

NotebookLM is a game-changer for teaching and learning. Students can upload any material to the app and generate content in plain language in both text and audio format. There are benefits and drawbacks to any technology and here are some that come to mind for NotebookLM:

Benefits

  • Personalized Learning: NotebookLM can tailor learning experiences to individual students’ needs, pace, and preferences. It can provide personalized explanations, examples, and practice test questions. I like this aspect of NotebookLM because it allows learners to personalize their own learning experience, rather than having a teacher do it for them.
  • Enhanced Engagement: By offering interactive and engaging content, NotebookLM can increase student interest and motivation by situating the locus of control for the learning with the student. I like this because the app can help to promote learner autonomy and agency. It can also facilitate collaborative learning through features like group discussions and shared notes.
  • Accessibility and UDL: The tool can make learning more accessible to students with disabilities, learning difficulties or really, just any learner. It does this by providing the content in a variety of formats such as text-based summaries or the audio pod-cast style conversation.
  • 24/7 Support: NotebookLM can be available to students at any time, providing a resource for independent learning and practice. No matter when a student prefers to do their learning,”just-in-time” tools like this meet learners where they are at, on their timeline, not the teacher’s timeline.

Drawbacks

  • Lack of Human Interaction: Although NotebookLM can provide valuable support, it cannot fully replace the human connection and guidance that educators offer. The affective aspects of teaching and learning and the social connections, remain important.
  • Dependency on Technology: Overreliance on NotebookLM could lead to technological issues and disruptions in learning.  For example, students who are overly dependent on technology may struggle to adapt to situations where the tool is not available or appropriate. Tools like this may — or may not — help students to develop metacognitve skills and evaluative judgement. (For more info on assessment in the age of generative AI, check out this article by Margaret Bearman and Rosemary Luckin.)
  • Perpetuation of Inequities: Students from disadvantaged backgrounds may have limited access to technology or to Internet connectivity, creating a digital divide and exacerbating educational inequalities. So, just as tools like this can enhance accessibility, they may simultaneously erode equity in different ways.
  • Data Privacy Concerns: The collection and use of student data raise privacy concerns and require careful consideration of data protection measures. There are also questions about copyright and what happens when students upload work to which others hold the copyright.
  • Potential for Misuse: NotebookLM could be misused by students to cheat or generate inaccurate content, requiring educators to implement appropriate safeguards. So, like any other technology, it can be used ethically, or unethically. Students may or may not know what is allowed or expected and so having conversations with students about expectations remains important.

Thank you to my friend and colleague, Dr. Soroush Sabbaghan, Associate Professor (Teaching) at the University of Calgary, for introducing me to NotebookLM a few days ago. I am keen to hear what learners and educators think of this tool.

References

Eaton, S. E. (2023). Postplagiarism: Transdisciplinary ethics and integrity in the age of artificial intelligence and neurotechnology. International Journal for Educational Integrity, 19(1), 1-10. https://doi.org/10.1007/s40979-023-00144-1 

Related posts:

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Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.

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Ethical Reasons to Avoid Using AI Apps for Student Assessment

September 10, 2024

It’s the start of a new school year here in North America. We are into the second week of classes and already I am hearing from administrators in both K-12 and higher education institutions who are frustrated with educators who have turned to ChatGPT and other publicly-available Gen AI apps to help them assess student learning.

Although customized AI apps designed specifically to assist with the assessment of student learning already exist, many educators do not yet have access to such tools. Instead, I am hearing about educators turning to large language models (LLMs) like ChatGPT to help them provide formative or summative assessment of students’ work. There are some good reasons not to avoid using ChatGPT or other LLMs to assess student learning.

I expect that not everyone will agree with these points, please take them with the spirit in which they are intended, which to provide guidance on ethical ways to teach, learn, and assess students’ work.

8 Tips on Why Educators Should Avoid Using AI Apps to Help with Assessment of Student Learning

Intellectual Property

In Canada at least, a student’s work is their intellectual property. Unless you have permission to use it outside of class, then avoid doing so. The bottom line here is that student’s intellectual work is not yours to share to a large-language model (LLM) or any other third party application, with out their knowledge and consent.

Privacy

A student’s personal data, including their name, ID number and other details should never be uploaded to an external app without consent. One reason for this blog post is to respond to stories I am hearing about educators uploading entire student essays or assignments, including the cover page with all the identifying information, to a third-party GenAI app.

Data security

Content uploaded to an AI tool may be added to its database and used to train the tool. Uploading student assignments to GenAI apps for feedback poses several data security risks. These include potential breaches of data storage systems, privacy violations through sharing sensitive student information, and intellectual property concerns. Inadequate access controls or encryption could allow unauthorized access to student work. 

AI model vulnerabilities might enable data extraction, while unintended leakage could occur through the AI app’s responses. If the educator’s account is compromised, it could expose all of the uploaded assignments. The app’s policies may permit third-party data sharing, and long-term data persistence in backups or training sets could extend the risk timeline. Also, there may be legal and regulatory issues around sharing student data, especially for minors, without proper consent.

Bias

AI apps are known to be biased. Feedback generated by an AI app can be biased, unfair, and even racist. To learn more check out this article published in Nature. AI models can perpetuate existing biases present in their training data, which may not represent diverse student populations adequately. Apps might favour certain writing styles (e.g., standard American English), cultural references, or modes of expression, disadvantaging students from different backgrounds. 

Furthermore, the AI’s feedback could be inconsistent across similar submissions or fail to account for individual student progress and needs. Additionally, the app may not fully grasp nuanced or creative approaches, leading to standardized feedback that discourages unique thinking.

Lack of context

An AI app does not know your student like you do. Although GenAI tools can offer quick assessments and feedback, they often lack the nuanced understanding of a student’s unique context, learning style, and emotional or physical well-being. Overreliance on AI-generated feedback might lead to generic responses, diminishing the personal connection and meaningful interaction that educators provide, which are vital for effective learning.

Impersonal

AI apps can provide generic feedback, but as an educator, you can personalize feedback to help the student grow. AI apps can provide generic feedback but may not help to scaffold a student’s learning. Personalized feedback is crucial, as it fosters individual student growth, enhances understanding, and encourages engagement with the material. Tailoring feedback to specific strengths and weaknesses helps students recognize their progress and areas needing improvement. In turn, this helps to build their confidence and motivation. 

Academic Integrity

Educators model ethical behaviour, this includes transparent and fair assessment. If you are using tech tools to assess student learning, it is important to be transparent about it. In this post, I write more about how and why deceptive and covert assessment tactics are unacceptable.

Your Employee Responsibilities

If your job description includes assessing student work , you may be violating your employment contract if you offload assessment to an AI app.

Concluding Thoughts

Unless your employer has explicitly given you permission to use AI apps for assessing student work then, at least for now, consider providing feedback and assessment in the ways expected by your employer. If we do not want students to use AI apps to take shortcuts, then it is up to us as educators to model the behavior we expect from students.

I understand that educators have excessive and exhausting workloads. I appreciate that we have more items on our To Do Lists than is reasonable. I totally get it that we may look for shortcuts and ways to reduce our workload. The reality is that although Gen AI may have the capability to help with certain tasks, not all employers have endorsed their use in same way.

Not all institutions or schools have artificial intelligence policies or guideline, so when in doubt, ask your supervisor if you are not sure about the expectations. Again, there is a parallel here with student conduct. If we expect students to avoid using AI apps unless we make it explicit that it is OK, then the same goes for educators. Avoid using unauthorized tech tools for assessment without the boss knowing about it.

I am not suggesting that Gen AI apps don’t have the capability to assist with AI, but I am suggesting that many educational institutions have not yet approved the use of such apps for use in the workplace. Trust me, when there are Gen AI apps to help with the heaviest aspects of our workload as educators, I’ll be at the front of the line to use them. In the meantime, there’s a balance to be struck between what AI can do and what one’s employer may permit us to use AI for. It’s important to know the difference — and to protect your livelihood.

Related post:

The Use of AI-Detection Tools in the Assessment of Student Work – https://drsaraheaton.wordpress.com/2023/05/06/the-use-of-ai-detection-tools-in-the-assessment-of-student-work/

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Ethical Reasons to Avoid Using AI Apps for Student Assessment – https://drsaraheaton.com/2024/09/10/ethical-reasons-to-avoid-using-ai-apps-for-student-assessment/

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Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.

Sarah Elaine Eaton, PhD, Editor-in-Chief, International Journal for Educational Integrity

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